Background: Teaching secondary mathematics requires that lesson plans contain real life applications and technology components whether they be iPad/online applications, teacher demonstrations, or independent online explorations or web quests. Fortunately, many math concepts lend themselves to these applications.

Assignment: Create a full lesson plan on any topic in Calculus discussed throughout this course. Or create a lesson plan for a lower level high school math class focusing on the one of the topics we have discussed in this course. (For example, the discussion of limits when discussing horizontal asymptotes in Algebra 2). The plan should have a technology component at the center of the lesson as well as an example of real life application. This component can be one of the resources found by you or your classmates in the Week 5 assignment.

Note: The lesson plan must be your own work. While it may include resources such as videos, worksheets, online explorations etc. from others, the lesson as a whole must not be taken from an online source. Please cite all sources used. Please be mindful of academic integrity.

The lesson plan write up must include the following items. Pay close attention the explanation behind them. The first five are shorter explanations while the final five required a detailed explanation.

  • Topic: Which specific topic is this lesson explaining?
  • Grade Level: What grade level is this lesson designed for?
  • Instructional Objectives: Written in “students will be able to” format
  • Instructional Materials: What is necessary for this lesson?
  • Technology Component: Which website or technology resource did you choose for this lesson? How will be it used and who will it be used by? At what point in the lesson?
  • Opening/Introduction: How will you “hook” the students? Why do you think students will respond to this hook? What possible difficulties do you anticipate in this opening?
  • Lesson and Explanation: A detailed explanation of the lesson format as well as the technology component. Each example must be thoroughly explained. What type of questions will you ask the students to ensure they are understanding the content throughout the lesson? What difficulties do you anticipate while the students are learning this content? Will the students be sitting in rows or groups? What do you hope to achieve from this seating arrangement? Will there be different problem solving techniques discussed? Is this lesson largely procedural or conceptual?
  • Closure: How will you conclude the lesson? What will tie the lesson together? Will there be any links to the lessons that follow this?
  • Assessment/Evaluation: Will this concept be assessed that day? On a later assessment? If the assessment is an exit ticket and homework, 2-3 problems from each of those, along with the answer key must be included. If the content will be assessed on a homework assignment and then a quiz/test, list 2-3 problems from each of those along with your answer key.
  • Reflection: How will you reflect on whether this lesson was a success for you and for the students? This does not mean “whether or not they perform well on the next test.” What will be your indicators on that day prior to looking at the exit tickets/homework assignments?

Next Assignment

Discussion post

Describe your idea for your final lesson plan with your classmates. This is your opportunity to get any last minute feedback from your peers on your lesson plan – WITHOUT sharing the entire thing, just a summary/abstract of what you intend to submit.

Peers response 1


I have to admit that I am struggling with this lesson plan. I struggled with it mainly because of the technology focus aspect. My entire curriculum is online and I work hard to use technology as a tool and not a focus.

In the end I decided to create a lesson about the introduction of the definition of the derivative. I have a video to show as an introduction that ties there derivative and instantaneous change to sports, especially track. This is a topic students can relate today and is of interest to many.

Throughout the lesson I use the same four problems for students as they work through the definition of the derivate at a point, the alternate definition of the derivate at a point, and finally finding the derivative of a function using the limit. This repetition allows students to see how the different methods are related to one another.

The class ends with a summary of the three ideas discussed in class and an exit ticket for students to connect the definition of the derivative to finding the slopes of tangent lines and before that secant lines. After reviewing responses from the exit ticket, this would be discussed at the start of next class.